Date of Award


Degree Name



Educational Leadership and Administration


Gary D. Brooks


This study examines the dynamics and challenges which White/non-Hispanic male superintendents face in leading school districts where the majority of constituents come from a different ethnic or racial background than their own; specifically school districts where the constituency is majority Hispanic. It also identifies the career paths and educational experiences of value of White/non-Hispanic males who serve as superintendents of school districts with majority Hispanic student populations as well as ascertains the general leadership theories and/or styles these men subscribe.

This study advances the understanding of school leadership in majority Hispanic school districts that are led by White/non-Hispanic males, how they ascended to their current positions, as well as what perceived considerations were made by the school board members that selected them.

Recent data obtained from the Texas Education Agency (TEA)) shows that 84% of the public school superintendents in Texas are White/non-Hispanics. At a time when the superintendency is dominated by male, White/non-Hispanics, the demographics of many school districts is changing to reflect the growing number of minority students. These demographic trends indicate that an increasing number of superintendents will be leading school districts with majority Hispanic school populations. This trend is especially noticeable in the state of Texas where the Hispanic student population in many school districts is increasing to the point that they are the dominant group. Non-border school districts in Texas are also being affected by these demographic changes. Currently, 64.3% of the public school students in Texas are members of minority groups (TEA, 2007).




Received from ProQuest

File Size

144 pages

File Format


Rights Holder

Samuel Franklin Hogue